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Journal articles on the topic 'Mathematics in literature. Mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Gailey, Stavroula K. "The Mathematics-Children's-Literature Connection." Arithmetic Teacher 40, no. 5 (January 1993): 258–61. http://dx.doi.org/10.5951/at.40.5.0258.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) promotes mathematical power for all students so that they can function a informed citizens in a rapidly changing and technologically complex society. A way of working toward this goal is by investigating connections within mathematics and between mathematics and other instructional areas. The mathematic— children's-literature connection is examined in this article.

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Christy, Donna, Christine Payson, and Patricia Carnevale. "Mathematical Explorations: The Bridge to Mathematics and Literature." Mathematics Teaching in the Middle School 18, no. 9 (May 2013): 572–77. http://dx.doi.org/10.5951/mathteacmiddscho.18.9.0572.

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Bicer, Ali. "A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students." International Journal of Education in Mathematics, Science and Technology 9, no. 2 (March 7, 2021): 252–81. http://dx.doi.org/10.46328/ijemst.1254.

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The purpose of this systematic review is to reveal the research findings that suggest instructional practices to foster the creativity of students in mathematics. Although several studies have investigated the effects of various instructional practices influencing the mathematical creativity of students, little is known about how the findings of this collective body of research contribute to the understanding of what instructional practices should be integrated into a mathematic classroom to further foster the mathematical creativity of students. In this systematic review, the knowledge of instructional practices that foster the mathematical creativity of students were categorized under two main factors including: 1) discipline-specific instructional practices and 2) general instructional practices. The discipline-specific instructional practices were problem-solving, problem-posing, open-ended questions, multiple solution tasks, tasks with more than one correct answer, modeling/model-eliciting activities, technology integration, extendable tasks, and emphasizing abstractness of mathematics. The general instructional practices were providing students with ample time to think creatively about real-world related mathematical problems in a judgment free and collaborative classroom environment so that they take risks to share their mathematical ideas and use informal words. Integrating all of these instructional practices into mathematics classrooms can provide opportunities for students to discover their potential creative abilities in mathematics.

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Aerila, Juli-Anna. "Teaching mathematics with children’s literature in Finland." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 564–72. http://dx.doi.org/10.18844/gjhss.v3i1.1821.

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Preece, Donald. "Mathematics in Literature." Journal of Humanistic Mathematics 2, no. 1 (January 2012): 36–57. http://dx.doi.org/10.5642/jhummath.201201.05.

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Young, Elaine, and Christine L. Marroquin. "Posing Problems from Children's Literature." Teaching Children Mathematics 12, no. 7 (March 2006): 362–66. http://dx.doi.org/10.5951/tcm.12.7.0362.

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One of the most important principles in reform mathematics is allowing students to be challenged by mathematics problems (Hiebert et al. 1996). Historically, mathematical problems have required students to apply a known procedure to produce an expected answer. The National Council of Teachers of Mathematics (NCTM 2000) has called for changes in the problems that are typically posed to students, asserting that such problems should instead require students to reason, communicate, represent, problem solve, and make mathematical connections. Posing open-ended, extendable problems allows students to construct their own mathematical learning and understanding by building on previous experiences and making connections among topics and disciplines.

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Moyer, Patricia Seray. "Links to Literature: A Remainder of One: Exploring Partitive Division." Teaching Children Mathematics 6, no. 8 (April 2000): 517–21. http://dx.doi.org/10.5951/tcm.6.8.0517.

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Children's literature can be a springboard for conversations about mathematical concepts. Austin (1998) suggests that good children's literature with a mathematical theme provides a context for both exploring and extending mathematics problems embedded in stories. In the context of discussing a story, children connect their everyday experiences with mathematics and have opportunities to make conjectures about quantities, equalities, or other mathematical ideas; negotiate their understanding of mathematical concepts; and verbalize their thinking. Children's books that prompt mathematical conversations also lead to rich, dynamic communication in the mathematics classroom and develop the use of mathematical symbols in the context of communicating. The National Council of Teachers of Mathematics (1989) emphasizes the importance of communication in helping children both construct mathematical knowledge and link their informal notions with the abstract symbols used to express mathematical ideas.

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McShea, Betsy, Judith Vogel, and Maureen Yarnevich. "Harry Potter and the Magic of Mathematics." Mathematics Teaching in the Middle School 10, no. 8 (April 2005): 408–14. http://dx.doi.org/10.5951/mtms.10.8.0408.

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The Middle School Years Represent an important time in the formation of an individual's lifelong attitudes toward mathematics. Middle school teachers are faced with the challenge of convincing their students that mathematics is an exciting, useful, and creative field of study. Interdisciplinary approaches to mathematics have been useful in accomplishing this goal. In particular, connecting mathematics to literature is an inventive way to capture students' interests, since examples from literature can be used to teach important mathematical concepts in an exciting and innovative manner. Many classic literary texts are rich in mathematical content, including Alice in Wonderland by Lewis Carroll and Flatland by Edwin A. Abbott. However, to stimulate students' interest, it is important to find interconnections between mathematics and current popular children's literature.

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McDuffie, Amy M. Roth, and Terrell A. Young. "Promoting Mathematical Discourse through Children's Literature." Teaching Children Mathematics 9, no. 7 (March 2003): 385–89. http://dx.doi.org/10.5951/tcm.9.7.0385.

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Discourse in mathematics instruction has received considerable attention since the Standards were first published (NCTM 1989, 1991, 2000); however, prompting mathematical discussions and creating an environment that fosters discourse are challenging tasks for teachers (Corwin 1996). Moreover, students who are not used to talking about mathematics may be uncomfortable with or reluctant to participate in discussions. Discourse in mathematics involves expressing and justifying mathematical thinking and ideas. The primary purposes of facilitating discourse are to help students become aware of others' perspectives and strategies, and to clarify and expand students' own thinking and approaches (NCTM 2000).

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Helsa, Yullys, Darhim Darhim, Dadang Juandi, and Turmudi Turmudi. "BLENDED LEARNING IN TEACHING MATHEMATICS." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (July 7, 2021): 733. http://dx.doi.org/10.24127/ajpm.v10i2.3447.

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The background of this research was the development of blended learning in teaching mathematics. This study aimed to determine the benefits of blended learning in teaching mathematics by analyzing previous research. The method in this study is a systematic literature review (SLR), it descriptive based survey in the form of an analysis of 25 articles from the Science Direct database in the 2010-2020 period. The results showed that there are many benefits of blended learning in mathematic, which includes: to improve mathematical thinking skills, develop good perceptions, improve learning outcomes, increase self-regulation, increase thinking/problem-solving skills, improve communication skills, increase student participation, simplify the assessment process, increase computational thinking skills, and critical thinking skills. The most significant benefit of blended learning is student learning outcomes, shown in 52% of the articles. The research implies the importance of supporting teachers in identifying the objectives of blended learning.

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Wikholm, Miikka, and Juli-Anna Aerila. "Teaching mathematics with children’s literature in Finland." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 253. http://dx.doi.org/10.18844/ijlt.v8i4.1187.

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The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics in primary school and how to efficiently use children’s literature in teaching mathematics in primary school. This study was a part of an international study entitled ‘Teachers’ beliefs on the integration of children’s literature in primary mathematics learning and teaching: A comparative study’, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers’ beliefs concerning integration of children’s literature into mathematics teaching and to the extent to which this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children’s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children’s literature may provide a meaningful context to develop mathematical skills and foster children’s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: mathematics, children’s literature, teaching

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Lubinski, Cheryl A., and Albert D. Otto. "Links to Literature: Literature and Algebraic Reasoning." Teaching Children Mathematics 3, no. 6 (February 1997): 290–95. http://dx.doi.org/10.5951/tcm.3.6.0290.

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The K-4 Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) encourages teachers to broaden and develop their students' mathematical understandings by providing students with opportunities to explore and discuss patterns and relationships.

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Tischler, Rosamond Welchman. "Mathematics from Children's Literature." Arithmetic Teacher 35, no. 6 (February 1988): 42–47. http://dx.doi.org/10.5951/at.35.6.0042.

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The mathematics curriculum for young children can grow from children's literature. The following examples encourage children to use a variety of thinking skills—classifying, forming hypotheses, selecting strategies, and creating problems. As a result, they offer more depth and breadth in mathematics than most curriculum guides or texts currently suggest. At the same time, the examples build on children's interests and involve them in an informal, active, and creative way. ln particular, they offer the manipulative experiences that are necessary at this age.

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Allen, Valerie. "Literature: Mathematics:: Tenor: Vehicle." Exemplaria 31, no. 4 (October 2, 2019): 315–24. http://dx.doi.org/10.1080/10412573.2019.1696061.

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Ladwig, J. Parker, and E. Bruce Williams. "Using the mathematics literature." Mathematical Intelligencer 27, no. 2 (March 2005): 80–81. http://dx.doi.org/10.1007/bf02985797.

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Sherard, Hamp. "By Way of Introduction: Connecting Mathematics and Literature in the Middle Grades." Mathematics Teaching in the Middle School 10, no. 8 (April 2005): 371. http://dx.doi.org/10.5951/mtms.10.8.0371.

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Why Should We Use Literature to Teach Mathematics to Students in the Middle grades? There are compelling reasons for doing so. Literature can provide meaningful contexts in which students make sense of mathematics and construct their understandings of mathematical concepts. Well-chosen literature sparks interest and curiosity in students and increases their willingness to do mathematics; it also builds positive attitudes toward mathematics. The use of literature encourages communication and makes connections to other subjects as well as to topics within mathematics. Literature helps make mathematics relevant to students.

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Vargas, Rafael. "A literature review on math anxiety and learning mathematics: A general overview." Journal of Educational Research and Reviews 9, no. 5 (May 13, 2021): 102–8. http://dx.doi.org/10.33495/jerr_v9i5.21.112.

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Learning mathematics has become a necessity in today's world since success in everyday life requires mathematical knowledge and because mathematics is the basis for science and technology. However, a large number of individuals in the population experience difficulties performing mathematical tasks, which generates feelings of frustration, anxiety and rejection when performing activities that involve mathematical thinking. In this literature review, concepts such as number sense and mathematical thinking, math anxiety, the possible reasons for math anxiety, and options for diagnosis and therapeutic alternatives to address and overcome this problem are analyzed. If these problems are not solved, they could affect the personal development of those affected by them and the society to which they belong. Keywords: Anxiety, educational psychology, school phobia.

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De Vita, Mauro, Lieven Verschaffel, and Jan Elen. "Interactive Whiteboards in Mathematics Teaching: A Literature Review." Education Research International 2014 (2014): 1–16. http://dx.doi.org/10.1155/2014/401315.

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An interactive whiteboard (IWB) is a relatively new tool that provides interesting affordances in the classroom environment, such as multiple visualization and multimedia presentation and ability for movement and animation. These affordances make IWBs an innovative tool with high potential for mathematics instructional environments. IWBs can be used to focus on the development of specific mathematical concepts and to improve mathematical knowledge and understanding. The aim of this paper is to review the existing literature upon the use of interactive whiteboards (IWBs) in mathematics classrooms. The reviewed studies offer a wide view of IWBs’ affordances, of the more interesting didactic practices, and of the difficulties of embedding this new technology in the classroom. The capabilities of IWBs to enhance the quality of interaction, and, consequently, to improve conceptual mathematical understanding are broadly recognized. Despite these capabilities, evidence from the studies points to a certain inertia on the part of many teachers to do anything else than use IWBs as large-scale visual blackboards or presentation tools. The emerging view of how to attempt to overcome these obstacles is that there is need for greater attention to the pedagogy associated with IWB use and, more specifically, to stimulate the design of new kinds of learning environments.

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Smyth, Theoni Soublis, and Brandie Waid. "Integrating Literature: A Novel Idea!" Mathematics Teacher 104, no. 2 (September 2010): 113–19. http://dx.doi.org/10.5951/mt.104.2.0113.

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Smyth, Theoni Soublis, and Brandie Waid. "Integrating Literature: A Novel Idea!" Mathematics Teacher 104, no. 2 (September 2010): 113–19. http://dx.doi.org/10.5951/mt.104.2.0113.

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Whitin, David J. "Exploring Estimation through Children's Literature." Arithmetic Teacher 41, no. 8 (April 1994): 436–41. http://dx.doi.org/10.5951/at.41.8.0436.

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Estimation is a crucial mathematical strategy that can be woven throughout the entire mathematics curriculum. The strategy can certainly foster the development of many of the goals advocated by the NCTM's curriculum and evaluation standards (1989). Since approximately 80 percent of real-world applications of mathematics involve estimation or mental computation, the goal of becoming an “informed electorate” requires us to use and analyze various estimation strategies.

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Wahyuni, Priska, Saka Aji Pangestu, Itsna Shalihatus Sabila Mursyida, and Aji Pangestu. "The Effect of Mathematical Language On Learning Mathematics." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 617–21. http://dx.doi.org/10.14421/icse.v3.575.

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Language as a communication tool has an important role in interaction between human beings. Language can be used by humans to convey ideas, ideas, desires, feelings and experiences to others. Especially in a learning activity where communication tools such as language must be clearly and easily understood. In learning mathematics, the language of mathematics is very important in helping the learning process. Because to understand mathematical concepts easily requires mathematical language skills. However, the situation on the ground shows that students' understanding of mathematical language is not optimal. This study aims to determine the effect of students' mathematical language on understanding material. So the results of this study can be used by teachers as a reference in teaching mathematics to students and teachers become more concerned with students' mathematical language abilities. The method used in this study is the study of literature, which examines relevant previous studies and concludes based on the results obtained. The results of this study are that if students have understood the language of mathematics well, students can receive and understand the material easily and can increase student interest in learning. So indirectly high mathematical language skills can improve students' mathematical ideas to be more structured and convincing. Moreover, on material related to many symbols such as algebra. In addition, students can receive and understand the material easily and student interest in learning will increase.

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Ruiz, Elsa C., Jenifer Salter Thornton, and Kimberley K. Cuero. "Integrating Literature in Mathematics: A Teaching Technique for Mathematics Teachers." School Science and Mathematics 110, no. 5 (May 2010): 235–37. http://dx.doi.org/10.1111/j.1949-8594.2010.00030.x.

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Azizah, Luthfi Nur, and Ali Mahmudi. "How Does Guided Inquiry Enhancing Students’ Mathematical Literacy? An Experimental Study for Mathematics Learning." Southeast Asian Mathematics Education Journal 10, no. 2 (December 31, 2020): 87–96. http://dx.doi.org/10.46517/seamej.v10i2.109.

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Literacy is often seen as knowing literature. As one of the important goal of education across the world, mathematics literacy focuses on concrete dimension with context and content to be studied. This paper reports an quasi experimental study with one group pretest-posttest design on promoting mathematical literacy through the use of guided inquiry method. A total of 32 secondary school students of class VIII participated as a sample in the study and 192 students as a population. Mathematical literacy of students was measured with essay test. The students’ works were analysed and compared using paired sample t-Test. It was found that the guided inquiry method successfully promote students’ mathematical literacy as indicated by the result of paired sample t-test values of significance (2-tailed) of 0.000 < 0.05. Thus, the guided inquiry can be used as one of alternative method in learning mathematcs to improve students'mathematical literacy.

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Smith, Jacquelin J. "Links to Literature: Counting on Company Row." Teaching Children Mathematics 3, no. 1 (September 1996): 34–38. http://dx.doi.org/10.5951/tcm.3.1.0034.

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Children's literature generates many opportunities for contextual problem solving. Some problems arising from the literature clarify mathematical understandings, but reasoning about a mathematical problem embedded in a story passage can also enhance understanding of the literature as well as the mathematics.

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Growney, JoAnne. "Mathematics in Literature and Poetry." Humanistic Mathematics Network Journal 1, no. 10 (August 1994): 25–30. http://dx.doi.org/10.5642/hmnj.199401.10.07.

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Hanrahan, Mairéad. "Literature and mathematics: the difference." Journal of Romance Studies 7, no. 3 (December 2007): 7–25. http://dx.doi.org/10.3828/jrs.7.3.7.

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Iliev, Nevin, and Frank D'Angelo. "Teaching Mathematics through Multicultural Literature." Teaching Children Mathematics 20, no. 7 (March 2014): 452–57. http://dx.doi.org/10.5951/teacchilmath.20.7.0452.

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Uy, Frederick, and Carolyn Frank. "Integrating Mathematics, Writing, and Literature." Kappa Delta Pi Record 40, no. 4 (July 2004): 180–82. http://dx.doi.org/10.1080/00228958.2004.10516432.

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Pace, Renée Denyse. "Links to Literature: On Time with Arthur." Teaching Children Mathematics 10, no. 8 (April 2004): 416–19. http://dx.doi.org/10.5951/tcm.10.8.0416.

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The fifteen children in my second-grade class cannot keep their eyes off the screen as they watch an Arthur video. They are completely entranced as they listen to an Arthur book read aloud. Arthur books fly off the shelf during silent reading time. My students love this adorable aardvark; they love him because they can relate to his life experiences. They are approximately the same age as Arthur and they go through the same childhood fears, struggles, and triumphs. So what better book to use to integrate mathematics into literature? Children must make connections between mathematics and realistic situations. When children are taught mathematics in isolation, they might conclude that mathematics occurs only at school and only during the mathematics block of time. They must understand that mathematical situations occur every day, all day, and all around us.

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Crocker, Deborah A., and Betty B. Long. "Rice + Tecnhology = an Exponential Experience!" Mathematics Teaching in the Middle School 7, no. 7 (March 2002): 404–7. http://dx.doi.org/10.5951/mtms.7.7.0404.

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Using Technology in Mathematics and integrating mathematics and literature have become more common in recent years than in the past. Integrating mathematics, technology, and literature is even more powerful than combining mathematics with technology or literature alone. Using technology enables students to explore problems and mathematical ideas beyond those that might typically be found at a given grade level. Additionally, combining mathematics and literature gives the mathematics a context and enhances the literature. Many children's books lend themselves to integrating mathematics and literature. One of our favorites is One Grain of Rice (Demi 1997). We used this book in one of Phyllis Wisniewski's eighthgrade mathematics classes at Kings Creek Elementary School in Lenoir, North Carolina.

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Green, Katherine B., Peggy A. Gallagher, and Lynn Hart. "Integrating Mathematics and Children’s Literature for Young Children With Disabilities." Journal of Early Intervention 40, no. 1 (October 28, 2017): 3–19. http://dx.doi.org/10.1177/1053815117737339.

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Math skills are critical for children’s future success in school, as school-entry math knowledge is the strongest predictor of later academic achievement. Although there is a recent increase of literature on math with young children, there is a scarcity of research related to young children with disabilities. This quasi-experimental study with 50 preschool aged children with disabilities examined the effects of an intervention that integrated mathematics and literature on early numeracy skills. The intervention was conducted 3 days per week for 6 weeks, and consisted of an interactive shared storybook reading including mathematical content through scripted questioning and discussions and story-related mathematical activities after the reading of the story. Children who received the intervention scored significantly higher than the comparison group in total math ability, quantity comparison, one-to-one correspondence counting, and oral counting as measured by scores on the Test of Early Mathematics Ability, Third Edition (TEMA-3) and the Individual Growth & Development Indicators Early Numeracy (IGDIS-EN).

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Russo, James, Toby Russo, and Anne Roche. "Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films." Education Sciences 11, no. 10 (September 27, 2021): 588. http://dx.doi.org/10.3390/educsci11100588.

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Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.

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Wheeler, Ann, and Winifred Mallam. "Examing type and quality of preservice teachers’ lessons based on children’s literature." International Journal on Teaching and Learning Mathematics 3, no. 1 (May 24, 2020): 1. http://dx.doi.org/10.18860/ijtlm.v3i1.9206.

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<p class="ABS-C">This qualitiative research explores the types and levels of mathematical lesson tasks that 60 future elementary and middle school teachers created during an undergraduate mathematics content and pedagogy course. Data collection consisted of 51 children’s book inspired activities written by the preservice teachers. Using Stein et al.’s Task Analysis Guide as an assessment tool, the researchers coded the activities into 1 of 4 categories, as well as categorized each activity based on its mathematical content using the Common Core State Standards for Mathematics. Results showed that a majority of the PSTs wrote activities that were classified as <em>Procedures with Connections</em>. Also, a majority of the activities were geometry-based, specifically transformations and two-dimesional measurements. Implications for teaching include the fact that preservice elementary and middle school teachers can create mathematics lessons based on children’s literature, which often can include mathematical tasks that are making connections to procedural mathematics or even higher order thinking tasks.</p>

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Capezzi, Rita, and Christine Kinsey. "Joining ``the mathematician's delirium to the poet's logic'': Mathematical Literature and Literary Mathematics." Journal of Humanistic Mathematics 4, no. 2 (July 2014): [67]—82. http://dx.doi.org/10.5642/jhummath.201402.07.

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Wiener, Claire, and Carolyn Smith. "Making Sense out of Cents." Teaching Children Mathematics 11, no. 4 (November 2004): 188–92. http://dx.doi.org/10.5951/tcm.11.4.0188.

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Literature is a great vehicle to teach mathematical concepts to the elementary student. Through literature, children can demonstrate their mathematical knowledge by using these concepts in context (Anderson and Anderson 1995). Recognizing the relevance of mathematics in their daily lives is essential for students. As Leitze (1997) explains, “This mathematicsliterature connection is a natural way for teachers to allow students to see mathematics in everyday society, to give meaning to mathematics, and to make it come alive” (p. 398).

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Margerm, Pat. "Links to Literature: An Old Tale with a New Turn-and Flip and Slide." Teaching Children Mathematics 6, no. 2 (October 1999): 86–90. http://dx.doi.org/10.5951/tcm.6.2.0086.

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In How to Use Children's Literature to Teach Mathematics, Welchman-Tischler (1997, 1–2) makes the following observation, “Some [children's books] are explicitly about mathematics, for example, counting books, books about shapes, and a variety of trade books that aim to teach specific mathematics concepts. Children can learn about mathematics directly from these books…. Other children's books involve mathematics in more subtle ways. They might not be called ‘math books’ by teachers or students, yet they suggest rich possibilities for extended mathematical investigations…. [A]lmost all stand on their own as good books….“

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An, Nguyễn Thị Tân, Tạ Thị Minh Phương, Nguyễn Thị Duyến, Trần Ngọc Đức Toàn, and Trần Dũng. "SECONDARY MATHEMATICS PRESERVICE TEACHERS’ CONCEPTION ABOUT AUTHENTICITY OF MATHEMATICAL TASKS." Hue University Journal of Science: Social Sciences and Humanities 128, no. 6B (April 3, 2019): 5. http://dx.doi.org/10.26459/hueuni-jssh.v128i6b.5079.

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The teaching approaches of mathematics derived from humanity involve positive interactions that support meaningful and relevant learning. The main objective of the teaching approaches is to prepare students with the competence to solve daily life problems and one of the most important tools is using authentic tasks. There are different opinions on "task authenticity" in teaching and learning mathematics. This study examined how secondary mathematics preservice teachers think of the authenticity of tasks. Drawing on a framework of tasks authenticity adopted from the research literature, we analyzed PSTs’ response to the criteria of task authenticity. The results show that the PSTs attended to the event feature and the tool feature of task, but overlooked other features. Implications for teacher training are discussed.

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Harris, Jacqueline. "Links to Literature: Using Literature to Investigate Transformations." Teaching Children Mathematics 4, no. 9 (May 1998): 510–13. http://dx.doi.org/10.5951/tcm.4.9.0510.

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I am always looking for children's literature to make and enrich connections to the elementary school curriculum. In particular, books and stories that use mathematical problem solving not only engage children in the narrative but also give them opportunities to see how mathematics is used in everyday life. A Cloak for the Dreamer by Aileen Friedman (1994) investigates relationships among shapes and, at the same time, tells a wonderful story.

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Kiru, Elisheba W., Christian T. Doabler, Audrey M. Sorrells, and North A. Cooc. "A Synthesis of Technology-Mediated Mathematics Interventions for Students With or at Risk for Mathematics Learning Disabilities." Journal of Special Education Technology 33, no. 2 (December 11, 2017): 111–23. http://dx.doi.org/10.1177/0162643417745835.

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With the increasing availability of technology and the emphasis on science, technology, engineering, and mathematics education, there is an urgent need to understand the impact of technology-mediated mathematics (TMM) interventions on student mathematics outcomes. The purpose of this study was to review studies on TMM interventions that target the mathematical outcomes of K–12 students with or at risk for mathematics learning disabilities (MLDs). A review of the literature revealed 19 studies (9 single-case and 10 group/quasi experimental designs) published between 2000 and 2016. Results suggest that TMM interventions had mainly positive results on the mathematics outcomes of students with or at risk for MLD. This study also examined the extent to which principles of explicit instruction were integrated in TMM interventions. While many of the interventions provided frequent practice opportunities with academic feedback, few complemented such practice opportunities with overt demonstrations and explanations of mathematical content. Implications for designing TMM interventions are discussed.

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Whitin, David J. "In My Opinion: The Potentials and Pitfalls of Integrating Literature into the Mathematics Program." Teaching Children Mathematics 8, no. 9 (May 2002): 503–4. http://dx.doi.org/10.5951/tcm.8.9.0503.

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If you have visited exhibits at NCTM conferences lately, you probably have noticed that literature booths are some of the most popular places to be. If you have looked at the list of program sessions, you have probably seen how many are devoted to this mathematics-literature connection. If you look in any mathematics series for children or textbook for beginning teachers, you will most likely find a section related to literature. This interest is well deserved because literature offers exciting potential for exploring mathematical ideas. Good books afford the possibility of drawing out the voices of our students. Using good books is not just another curricular gimmick that we can “do” with children. Rather, literature gives children an opportunity to raise questions, make personal connections, frame mathematical ideas in their own language, and extend stories in their own ways. By using literature, we celebrate children's voices and build inquisitive mathematical communities.

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Verschaffel, Lieven, Fien Depaepe, and Zemira Mevarech. "Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature." Education Research International 2019 (September 16, 2019): 1–19. http://dx.doi.org/10.1155/2019/3402035.

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This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.

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Zhernovnykova, Oksana. "Training Future Teachers of Mathematics: A Historical Perspective." International Letters of Social and Humanistic Sciences 66 (February 2016): 140–45. http://dx.doi.org/10.18052/www.scipress.com/ilshs.66.140.

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Training future teachers of mathematics differed in different years. Each stage of training had its own peculiarities and characteristics.The article reviewed and analyzed on the basis of the scientific literature, how evolved mathematics education in schools and develop mathematical training of students of pedagogical universities in different periods, starting from the XII century. to the present.

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Armstrong, Tim. "Hardy's Mathematics." Victorian Poetry 57, no. 4 (2019): 557–75. http://dx.doi.org/10.1353/vp.2019.0032.

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Leitze, Annette Ricks. "Connecting Process Problem Solving to Children's Litcrature." Teaching Children Mathematics 3, no. 7 (March 1997): 398–406. http://dx.doi.org/10.5951/tcm.3.7.0398.

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Since the publication of the Curriculum and evaluation Standards for School Mathematics (NCTM 1989), many mathematics teachers and educators have become especially interested in making mathematical connections, such as that found between mathematics and children's literature.

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Temirgaliyev, N. "Scientific, scientific-methodological and organizational report “The Institute of theoretical mathematics and scientific computing (ITMSC) L.N.Gumilyov Eurasian National University in 2019 year (Part II)”." BULLETIN of L.N. Gumilyov Eurasian National University. MATHEMATICS. COMPUTER SCIENCE. MECHANICS Series 132, no. 3 (2020): 31–69. http://dx.doi.org/10.32523/2616-7182/2020-132-31-69.

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The article is the written on the constantly actual problem of \textit{understanding mathematic} which is even confessed by G.H. Hardy: "\textit{I learnt for the first time as I read it} ("Course of Mathematical Analysis" by Jordan - N.T.). Therefore, it is devoted to the question "\textit{To what extent and in what relation are the scientific environment and basic textbooks important for understanding mathematics?}". Although Hardy's case refutes, in any case does not make it unconditional, it is obvious that "\textit{A qualified environment makes up for the omissions of the textbook"}. This historical example in favor of the textbook shows that in mathematically incandescent Cambridge, an \textit{Englishman} with absolutely high mental abilities, Hardy \textit{understood mathematics} from the \textit{Frenchman} Jordan's textbook on mathematical analysis. On the other hand, during the heyday of the Moscow Mathematical School, all 5-year undergraduates and 3-year postgraduates were coming out from the Faculty of Mechanics and Mathematics of M.V.Lomonosov Moscow State University(MSU), with proper \textit{understanding Mathematics}. They were juniors with a powerful basic mathematical training without a single mandatory textbook, but with outstanding professors and three hundred seminars (a unique phenomenon of the USSR) where learners were introduced to Mathematics in their very early age, as the professor of Moscow State University Taras Pavlovich Lukashenko said to author of this article. In Kazakhstan the pioneer graduates from Moscow State University were the legendary Saduakas Bokaev and Askar Zakarevich Zakarin, post-war graduates were Kabdush Zhumagazievich Nauryzbaev, Marat Rakhimberdiev, Zhanbek Aubakirov, and now living Lyudmila Alekseeva, Nurlan Amanov, Nurlan Rakhmetov, Surgule Tanulkaev, Nurlan Zharkenov. The Kazakh position of Mathematics and Computer Science through IThMandSC is expressed in §§0-2 of this article. Further, the details of the implementation of Program A (Author's fundamentals of basic mathematical training as the Kazakh equivalent of general training in the PhD doctoral program of the USA from IThMandSC) are presented. The "Mathematical Analysis" book is made from the standpoint of self-sufficiency in providing the \textit{understanding of mathematics} without relying on a qualified environment. In the "§ 7 Introduction" the author acquaints the reader with everything developed in the \textit{understanding of mathematics} during the time of numerous conversations with many primarily outstanding mathematicians with their observations in the special mathematical environment of Moscow and personal conclusions in the process of their scientific research and reading mathematical literature of all levels. The theory of the Lebesgue measure is a separate topic of exceptional significance in the development of mathematics in 20th century and future, the mathematical understanding of which the author of these text received according to an individual program from Scientific Supervisor Pyotr Lavrentievich Ulyanov with the support of his fellow graduate student Dimitri Pechersky. According to the author, Probability theory is a specific discipline in which some points need more clarification.

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Abdul Hamid, Nor Haniza, and Nurzatulshima Kamarudin. "Assessing Students’ Mathematics Achievement and Mathematical Creativity using Mathematical Creative Approach: A Quasi-Experimental Research." Asian Journal of University Education 17, no. 2 (June 6, 2021): 100. http://dx.doi.org/10.24191/ajue.v17i2.13399.

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Abstract: There is an abundance of literature highlighting the need to focus on enhancing students’ creativity in the classroom. This research aimed to determine the impact of the Mathematical Creative Approach (MCA) on mathematical creativity and mathematics achievement among students and to explore the relationship between mathematical creativity and achievement in mathematics. A quasi-experimental research design was employed for the study that included a total of 64 Form Four students from schools in Kuala Lumpur; 32 students in the intervention group and 32 students in the comparison group. The findings showed that those participants who were exposed to MCA reported significant positive changes in both outcome variables (mathematical creativity and mathematics achievement) as compared with those from the control group. Based on the results, there was also a high correlation between mathematical creativity and mathematics achievement. The research revealed that MCA has enormous capabilities to promote creativity; hence it should be integrated into pedagogical approaches to foster higher-quality learning among students. Additionally, the research results may serve as a guide for educators in Higher Learning institutions to design innovative curriculum for pre-service mathematics teachers, especially those being trained to integrate creativity and character development into student learning. Keywords: Mathematical creative approach, Mathematical creativity, Mathematics achievement

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Walshaw, Margaret, and Glenda Anthony. "The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms." Review of Educational Research 78, no. 3 (September 2008): 516–51. http://dx.doi.org/10.3102/0034654308320292.

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Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the literature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse in the classroom and that allow students to achieve desirable outcomes. From the findings, they conclude with implications for teachers.

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Nongni, Gaël. "New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning." International Review of Research in Open and Distributed Learning 22, no. 3 (August 31, 2021): 188–204. http://dx.doi.org/10.19173/irrodl.v22i3.5525.

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The scientific literature identifies five challenges related to training teachers: the basics of the constructivist approach, the problematization of mathematical knowledge to be taught, the promotion of interdisciplinarity, the use of digital pedagogical resources in planning teaching, and new skills to be developed due to the arrival of artificial intelligence. Considering the COVID-19 pandemic, it is appropriate to consider a sixth challenge, notably, training teachers capable of delivering mathematical distance learning courses focused on students’ conceptual understanding. It therefore is necessary to link the stakes of initial training with that of distance learning, which can enhance conceptual understanding. Linking the need to construct knowledge among students with technological tools used for distance learning allows new challenges faced in the planning of mathematics teaching to be highlighted. These new challenges give rise to the anticipation genesis that helps in situating the planning of mathematics teaching between three variables: artifact variables, arrangement variables, and variables related to the nature of the data to be used. These variables are a major asset for the training of the preservice mathematics teacher. Their study in this article allows us to recognize that the choice of technological tools to be used in mathematics distance learning depends greatly on the conceptual analysis of the mathematical knowledge to be taught. This study shows that it is important to rethink and question distance learning for each mathematical concept.

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Hu, Hengzhi. "In China, What We Need is More Than Mathematics: A Literature Review of Numeracy." Journal of Education, Teaching and Social Studies 2, no. 3 (July 7, 2020): p24. http://dx.doi.org/10.22158/jetss.v2n3p24.

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In China, the importance of quality mathematics education has never been called into a question, whereas numeracy as a general capability that is more than the mastery of mathematical knowledge and skills is seldom discussed in the literature about Chinese schools and education systems or considered in teaching practices, presenting an overall picture that numeracy development seems to be missing from Chinese education or considered as a tacit outcome automatically produced by the acquisition of mathematical knowledge. This issue may stem from the linguistic differences between English language and non-English language that render the interpretation of numeracy distorted and further evolve into a whole situation in China as a result of the longstanding debate on the essence of numeracy and the heavy emphasis laid on mathematics education rather than numeracy development as a whole. In this paper, the nature of numeracy is discussed by referring to a number of classic literature works, with special attention to clarifying the relationships between numeracy and mathematics that can be confused at a conceptual level.

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